This is the third lesson in the Unit on Magnets and Motors. At this point the kids have had two days to explore and decipher magnetism and this lesson is designed to help solidify that as well as teach active reading.
Students will learn and practice active reading strategies as well as practice reading for comprehension, a skill that will prove invaluable in future years.
Students will first fill out an anticipation guide, we will then talk a little about the material, some reading will be done aloud, then they will read some alone, then partner up to correct the answers.
Opportunities to Learn:
Depth of Knowledge
Todays Lesson is mostly lower DOK. Most of the reading is going to focus on vacabulary and simple situations, DOK 1. However, the active reading is helping students to make decisions about what is important and how to approach it. Additionally rewriting the false statements in the anticipation guide requires assembling more knowledge, DOK 2
Prerequisite Knowledge
Students are going to come into this lesson with a variety of misconceptions and questions. The student's have a lifetime of playing to morph into science as well as the vocab and phenomena they observed on the first day of the unit. Students should bring this knowledge with them. It is my goal to activate this prior knowledge with my science starter.
Plans for Differentiating Instruction
N/A
Accommodations and modifications
Specific partnering as well as paraprofessional assistance per IEP and 504
• Students will show an understanding of basic principles through correcting incorrect statements
• Students will engage in active reading through use of an anticipation guide
Instruction:
Opening:
As students come into the room they will take an anticipation guide from the science starter area. On the board will be written the days questions Why do magnets both attract and repel? And How do magnets really work? Every day during this unit we are teaching students that science answers questions and that science is about much more than the current scientific knowledge. Once they have this they can begin to sit down and fill out the SS independently. This will serve to guide them in their reading as well as activate prior knowledge.
: Before we begin the actual reading I am going to ask them a little question. I will tell the students to put their heads down for a minute. With their heads down I will ask them to raise their hand if they
• Have ever had a hard time understanding a book
• A textbook?
• Been bored while reading
• Finished reading and not be able to answer the questions at the end of the section.
After each questions I will take a quick tally to put on the board. I am sure that nearly all students at this age will have had problems with these things, by showing the the numbers of people who have had issues with reading, we can move on towards solving that problem. At this point I would say something like How would you like to learn a way to help you understand what you read? How would you like to learn to have less trouble understanding what you read? Hopefully at this point I will have the students willing to learn a new skill, and then to apply it beyond the classroom.
Engagement:
Once student are ready to begin, we will brainstorm tricks that the kids have used to help them with text comprehension in the past. After the students have listed a few ideas, I will remind them that the anticipation guide they used for their science starter is one method of become active readers. I will focus on an active reader being someone with purpose in their reading, as this is very common in an acedmic setting. I will also remind them that it is okay to take notes as they read, and although they cant write in their books, they can always bookmark pages if they feel the need to.
Once the students have completed their anticipation guide, we will begin reading. We will read the beginning together, and I will model good note taking as we go. Pausing often to ask the students what they think was important in the passage, then underlining it on the overhead as well as modeling a note for them to take down.
Soon the students will begin to read on their own. Once they complete the reading they will partner up and revise the anticipation guide, as well as correct any incorrect statements.
Closure:
Once the students have finished, I will ask them how they felt about what they read, So does this make sense now? Hopefully the students will say yes, and I can point to the effectiveness of becoming active reader. I will be sure to tell the students that they can use this idea any time they read, it is always a good idea to look ahead to the questions they will need/want to answer and then read the passage.
To further showcase their accomplishments the class will end with a whole class questions and answer session that will check for student comprehension of the topics on the anticipation guide.
The last activity of the class will be filling in the days knowledge in the KWL chart.
Assessment:
In addition to the informal assessment of the class discussion I will be collecting the anticipation guides to look for patters and common class misconceptions and errors. This will count as a classwork grade.
Lesson Plan
Lesson Title:
How do magnets work? Reading for UnderstandingState Standards: GLEs/GSEs
PS 3 8bNational Standards:
Context of Lesson:
This is the third lesson in the Unit on Magnets and Motors. At this point the kids have had two days to explore and decipher magnetism and this lesson is designed to help solidify that as well as teach active reading.Students will learn and practice active reading strategies as well as practice reading for comprehension, a skill that will prove invaluable in future years.
Students will first fill out an anticipation guide, we will then talk a little about the material, some reading will be done aloud, then they will read some alone, then partner up to correct the answers.
Opportunities to Learn:
Depth of Knowledge
Todays Lesson is mostly lower DOK. Most of the reading is going to focus on vacabulary and simple situations, DOK 1. However, the active reading is helping students to make decisions about what is important and how to approach it. Additionally rewriting the false statements in the anticipation guide requires assembling more knowledge, DOK 2Prerequisite Knowledge
Students are going to come into this lesson with a variety of misconceptions and questions. The student's have a lifetime of playing to morph into science as well as the vocab and phenomena they observed on the first day of the unit. Students should bring this knowledge with them. It is my goal to activate this prior knowledge with my science starter.Plans for Differentiating Instruction
N/AAccommodations and modifications
Specific partnering as well as paraprofessional assistance per IEP and 504Environmental factors
The typical classroom setupMaterials
Objectives:
• Students will show an understanding of basic principles through correcting incorrect statements• Students will engage in active reading through use of an anticipation guide
Instruction:
Opening:
As students come into the room they will take an anticipation guide from the science starter area. On the board will be written the days questions Why do magnets both attract and repel? And How do magnets really work? Every day during this unit we are teaching students that science answers questions and that science is about much more than the current scientific knowledge. Once they have this they can begin to sit down and fill out the SS independently. This will serve to guide them in their reading as well as activate prior knowledge.: Before we begin the actual reading I am going to ask them a little question. I will tell the students to put their heads down for a minute. With their heads down I will ask them to raise their hand if they
• Have ever had a hard time understanding a book
• A textbook?
• Been bored while reading
• Finished reading and not be able to answer the questions at the end of the section.
After each questions I will take a quick tally to put on the board. I am sure that nearly all students at this age will have had problems with these things, by showing the the numbers of people who have had issues with reading, we can move on towards solving that problem. At this point I would say something like How would you like to learn a way to help you understand what you read? How would you like to learn to have less trouble understanding what you read? Hopefully at this point I will have the students willing to learn a new skill, and then to apply it beyond the classroom.
Engagement:
Once student are ready to begin, we will brainstorm tricks that the kids have used to help them with text comprehension in the past. After the students have listed a few ideas, I will remind them that the anticipation guide they used for their science starter is one method of become active readers. I will focus on an active reader being someone with purpose in their reading, as this is very common in an acedmic setting. I will also remind them that it is okay to take notes as they read, and although they cant write in their books, they can always bookmark pages if they feel the need to.
Once the students have completed their anticipation guide, we will begin reading. We will read the beginning together, and I will model good note taking as we go. Pausing often to ask the students what they think was important in the passage, then underlining it on the overhead as well as modeling a note for them to take down.
Soon the students will begin to read on their own. Once they complete the reading they will partner up and revise the anticipation guide, as well as correct any incorrect statements.
Closure:
Once the students have finished, I will ask them how they felt about what they read, So does this make sense now? Hopefully the students will say yes, and I can point to the effectiveness of becoming active reader. I will be sure to tell the students that they can use this idea any time they read, it is always a good idea to look ahead to the questions they will need/want to answer and then read the passage.To further showcase their accomplishments the class will end with a whole class questions and answer session that will check for student comprehension of the topics on the anticipation guide.
The last activity of the class will be filling in the days knowledge in the KWL chart.
Assessment:
In addition to the informal assessment of the class discussion I will be collecting the anticipation guides to look for patters and common class misconceptions and errors. This will count as a classwork grade.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: